Reflection - AASL Standard 2.3: Information literacy curriculum
As the media specialist and tech leader in our school, I am responsible for keeping up with the current trends in technology /software as well as the internet when it comes to acquiring tools for teaching strategies and the development of information literacy skills. While taking Organization of Knowledge EDUC 653, our first class in this cohort program, we were introduced to a text called Information Power: Building Partnerships for Learning. This text which is based on nine information literacy standards is meant to serve as a guide for the teacher/librarian in regards to teaching and learning, information access and program administration. The book also provides strategies for collaboration, use of technology and leadership where student achievement is at the core of all instruction. Based on the information in this book, one can surely see how the job of the media specialist has changed in our ever evolving technological society.
To meet the demands of this job I have kept an open mind in regards to the use of various Web 2.0 tools as well as the roles that a media specialist must take on to run a successful media program within their school. I have always said that collaboration is the key and I truly believe that by working strategically with others that success can be achieved with all students. One of the first collaborative projects that I was involved with that incorporated not only the use of software such as Microsoft Word and PowerPoint, but also the use of two Web 2.0 tools: Wikispaces and Voicethreads was a scientific investigation project with a fifth grade teacher on erosion. This project also involved feedback from other collegues in the class that I was taking at the time Technology and Reading II EDUC 592. This was an additional class that I took while completeing our cohort requirements. During the course of we had to complete a lesson study evaluation (Artifact #1) on our project which involved several peer observations as well as whole group feedback. In Technology and Reading II EDUC 592 we focused on the use of technology to develop reading skills. We covered the use of tools such as digital storytelling and collaborative tools such as wikis and voice threads. In fact it was the instructor Regina Royer, who suggested that I use Voice Threads to publish the PowerPoints that the students had created while conducting their erosion experiments. Artifact #2 is a student created sample by Group C. By using these Web 2.0 tools students were able to go beyond just completing another science experiment. The students had multiple opportunities to analyze their own work and thought process. They were also able to receive feedback from other members outside of their learning community. Furthermore, these tools peeked the student interest and kept them involved throughout the entire time of the project.
In Multimedia in the Classroom EDUC 689 we also explored various tools in regards to teaching information literacy. We covered material such as Treasure Hunts and Webquests. Upon examining the Baltimore County Public Website which included such tools, I discovered another delivery method for students called the SLAM Dunk method. This method is designed in PowerPoint and allows the instructor to organize a research project in six easy steps. While at a MICCA conference I got to see a presentation by two BaltimoreCountymiddle school teachers who used this method with lower performing students yielding a pretty high success rate. Realizing that I had several students in the upper grade levels who still had difficulty following a research process as well as accessing information, I designed a lesson for my Multimedia Class for third grade students researching our National Symbols that is shown in Artifact #3 which is a lesson plan for this assignment. Since the students were already familiar with PowerPoint this format allowed many of the students to work at an independent level on this project, while I assisted those students who were struggling or had IEP’s. Overall the project was quite successful and has encouraged me to design other SLAM Dunk lessons for student in other grade levels. For this coming school year I plan on using a SLAM Dunk lesson with the fifth grade students about who they think is the best scientist of all time. Artifact # 4 is a SLAM Dunk presentation that the students will use to guide them through the process. In addition to covering 5th grade science standards and meeting requirements of the AASL standards, this lesson will also serve as a spring board to promoting persuasive writing which will tie in nicely with the new core curriculum for writing.
Equally important in educating our students about the latest tools, software and access to information is working with teachers and staff members and keeping them up to date on the latest trends. During our Educational Technology and Leadership EDUC 702 class we worked in groups to analyze and evaluate new Web 2.0 emerging technologies. Each group created a wiki based on their tool. Artifact # 5 provides a link to my groups page about Zoomerang, an online survey tool. This project allowed us to see the power of communicating and collaborating using the internet as well as giving us the opportunity to view and create resources that we could use with our students to enhance our curriculums. Since this method was effective in covering several tools in a time efficient manner as well as developing resources for future use, I will be suggesting that our leadership team use this process for professional development with our teachers and staff. One of the main goals that we would like to accomplish this year is the development of an effective writing curriculum tied to the new core curriculum that includes the use of Web 2.0 tools.
As we continue to add such tools to our media collections for students as well as teachers, we must be willing to keep our minds open to all types of multimedia formats to meet the needs of all members of our learning community. These needs not only include the various ways to access information, but also ways to promote the development of reading skills as well as reading for pleasure. In the past our school has had subscriptions to sites such as Book Flix by Scholastic, Discovery Education and other online databases provided by the Maryland State Board of Education. I have also added several E-Books to promote our digital collection. This year, I plan on continuing the development our digital collection by adding 3 Kindles or Nooks for student use as well a wider selection E-Books to encourage reluctant readers in our school to do more reading. Whether we are in search of new internet resources, digital content or print materials to add to our media collection, one would have to say that the most important quality that a media specialist should acquire is to be able to continue to grow and adapt to new strategies that have an impact on student achievement.
As the media specialist and tech leader in our school, I am responsible for keeping up with the current trends in technology /software as well as the internet when it comes to acquiring tools for teaching strategies and the development of information literacy skills. While taking Organization of Knowledge EDUC 653, our first class in this cohort program, we were introduced to a text called Information Power: Building Partnerships for Learning. This text which is based on nine information literacy standards is meant to serve as a guide for the teacher/librarian in regards to teaching and learning, information access and program administration. The book also provides strategies for collaboration, use of technology and leadership where student achievement is at the core of all instruction. Based on the information in this book, one can surely see how the job of the media specialist has changed in our ever evolving technological society.
To meet the demands of this job I have kept an open mind in regards to the use of various Web 2.0 tools as well as the roles that a media specialist must take on to run a successful media program within their school. I have always said that collaboration is the key and I truly believe that by working strategically with others that success can be achieved with all students. One of the first collaborative projects that I was involved with that incorporated not only the use of software such as Microsoft Word and PowerPoint, but also the use of two Web 2.0 tools: Wikispaces and Voicethreads was a scientific investigation project with a fifth grade teacher on erosion. This project also involved feedback from other collegues in the class that I was taking at the time Technology and Reading II EDUC 592. This was an additional class that I took while completeing our cohort requirements. During the course of we had to complete a lesson study evaluation (Artifact #1) on our project which involved several peer observations as well as whole group feedback. In Technology and Reading II EDUC 592 we focused on the use of technology to develop reading skills. We covered the use of tools such as digital storytelling and collaborative tools such as wikis and voice threads. In fact it was the instructor Regina Royer, who suggested that I use Voice Threads to publish the PowerPoints that the students had created while conducting their erosion experiments. Artifact #2 is a student created sample by Group C. By using these Web 2.0 tools students were able to go beyond just completing another science experiment. The students had multiple opportunities to analyze their own work and thought process. They were also able to receive feedback from other members outside of their learning community. Furthermore, these tools peeked the student interest and kept them involved throughout the entire time of the project.
In Multimedia in the Classroom EDUC 689 we also explored various tools in regards to teaching information literacy. We covered material such as Treasure Hunts and Webquests. Upon examining the Baltimore County Public Website which included such tools, I discovered another delivery method for students called the SLAM Dunk method. This method is designed in PowerPoint and allows the instructor to organize a research project in six easy steps. While at a MICCA conference I got to see a presentation by two BaltimoreCountymiddle school teachers who used this method with lower performing students yielding a pretty high success rate. Realizing that I had several students in the upper grade levels who still had difficulty following a research process as well as accessing information, I designed a lesson for my Multimedia Class for third grade students researching our National Symbols that is shown in Artifact #3 which is a lesson plan for this assignment. Since the students were already familiar with PowerPoint this format allowed many of the students to work at an independent level on this project, while I assisted those students who were struggling or had IEP’s. Overall the project was quite successful and has encouraged me to design other SLAM Dunk lessons for student in other grade levels. For this coming school year I plan on using a SLAM Dunk lesson with the fifth grade students about who they think is the best scientist of all time. Artifact # 4 is a SLAM Dunk presentation that the students will use to guide them through the process. In addition to covering 5th grade science standards and meeting requirements of the AASL standards, this lesson will also serve as a spring board to promoting persuasive writing which will tie in nicely with the new core curriculum for writing.
Equally important in educating our students about the latest tools, software and access to information is working with teachers and staff members and keeping them up to date on the latest trends. During our Educational Technology and Leadership EDUC 702 class we worked in groups to analyze and evaluate new Web 2.0 emerging technologies. Each group created a wiki based on their tool. Artifact # 5 provides a link to my groups page about Zoomerang, an online survey tool. This project allowed us to see the power of communicating and collaborating using the internet as well as giving us the opportunity to view and create resources that we could use with our students to enhance our curriculums. Since this method was effective in covering several tools in a time efficient manner as well as developing resources for future use, I will be suggesting that our leadership team use this process for professional development with our teachers and staff. One of the main goals that we would like to accomplish this year is the development of an effective writing curriculum tied to the new core curriculum that includes the use of Web 2.0 tools.
As we continue to add such tools to our media collections for students as well as teachers, we must be willing to keep our minds open to all types of multimedia formats to meet the needs of all members of our learning community. These needs not only include the various ways to access information, but also ways to promote the development of reading skills as well as reading for pleasure. In the past our school has had subscriptions to sites such as Book Flix by Scholastic, Discovery Education and other online databases provided by the Maryland State Board of Education. I have also added several E-Books to promote our digital collection. This year, I plan on continuing the development our digital collection by adding 3 Kindles or Nooks for student use as well a wider selection E-Books to encourage reluctant readers in our school to do more reading. Whether we are in search of new internet resources, digital content or print materials to add to our media collection, one would have to say that the most important quality that a media specialist should acquire is to be able to continue to grow and adapt to new strategies that have an impact on student achievement.
Voice Thread Presentation Group C Scientific Investigation on Erosion
Zoomerang Wiki Page